
Author. 



Title. 



Book.NlJA5 



Imprint 



IG — 30299-1 SPO 



m 



DniYersity ol the State ol New York Bulletin 

August 3, I9i3> at the Post Of 
act of August 24, 1912 

Published fortnightly 



Entered as second-class matter August 2, igiSt at the Post Office at Albany, N. Y., under the 

act of August 24, 1912 



No. 563 



ALBANY, N. Y. 



March 15, 1914 



Division of Vocational -Sehools, Ciy^ j^.Cv,vv ./,/., 
AGRICULTURE IN THE HIGH SCHOOL 



PREPARED BY 
LAYTON S. HAWKINS 



Specialist in Agricultural Education 



PAGB 

Purpose of bulletin 3 

Methods of instruction 3 

The lecture method 4 

Order of topics 5 

Principles and theories 6 

Home projects 7 

Record of pupil's work 8 

Accounts from poultry project. 8 

Home project survey sheet. ... 10 

Pupil's project time sheet 12 

Pupil's project account sheet.. . 13 

Reports on home projects 14 

Poultry project study outline. . 15 

Pupil's project study record. ... 16 

Record of teacher's work 21 

Extension diary 21 



PAGB 

Teacher's plan record 22 

Field exercises 22 

Indoor laboratory exercises . . 23 

Assignment for three days ... 23 

Outline for report on corn ... 24 

Equipment 25 

The laboratory 28 

The field trip 34 

The pupil's notebook 37 

The recitation 40 

The shop 42 

Purpose of farm mechanics work. 45 
Equipment for drawing and shop- 
work 45 

Classified list of agricultural 

books 47 



ALBANY 

THE UNIVERSITY OP THE STATE OF NEW YORK 
1914 



Ti9r-Fi4-2SOO 



THE UNIVERSITY OF THE STATE OF NEW YORK 
Regents of the University 
With years when terms expire 

1917 St Clair McKelway M.A. LL.D. D.C.L. L.H.D. 

Chancellor Brooklyn 
1926 Pliny T. Sexton LL.B. LL.D. Vice Chancellor Palm3n'a 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 

1922 Chester S. Lord M.A. LL.D. New York 

1918 William Nottingham M.A. Ph.D. LL.D. — Syracuse 

192 1 Francis M. Carpenter Mount Kisco 

1923 Abram L Elkus LL.B. D.C.L. New York 

1924 Adelbert Moot Btiffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. Litt.D.Tuxedo 

1919 John Moore Elmira 

1920 Andrew J. Shipman M.A. LL.B. LL.D. New York 

191 6 Walter Guest Kellogg B.A. Ogdensburg 

President of the University 
and Commissioner of Education 

John H. Finley M.A. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. L.H.D. LL.D. For Higher Education 
Charles F. Wheelock B.S. LL.D. For Secondary Educatidn 
Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education 

Director of State Library 

James I. Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. D.Sc. LL.D. 

Chiefs of DivisiooB 

Administration, George M. Wiley M.A. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S 

Examinations, Harlan H. Horner B.A. 

History, James A. Holden B.A 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert B.A. 

Library School, Frank K. Walter M.A. M.L.S. 

PubUc Records, Thomas C. Quinn 

School Libraries, Sherman Williams Pd.D. 

Statistics, Hiram C. Case 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational Schools, Arthur D. Dean D.Sc. 

0, OF D, 
^ Y i 



H 



^ ' DniversM the State ol New York Bulletin 

ry^ ~' Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 

under the act of August 24, 1912 

■^ Published fortnightly 

No. 563 ALBANY, N. Y. :March 15, 1914 



AGRICULTURE IN THE HIGH SCHOOL 



PURPOSE OF THIS BULLETIN 

This bulletin supplements Bulletin 543, entitled " Schools of 
Agriculture, ^lechanic Arts and Homemaking," which contains 
information concerning the establishment and maintenance of such 
schools in accordance with the Education Law and the rules and 
regulations of the Commissioner of Education as set forth in 
Bulletin 542, entitled " Vocational Schools." Since local conditions 
are so diverse, it is impossible, even if desirable, to offer any 
detailed suggestions for the whole course. This bulletin furnishes 
information for the assistance of teachers of agriculture in planning 
their work to suit the locality and in conducting it in a satisfactory 
manner. 

METHODS OF INSTRUCTION 
For one hundred fift}' years agriculture has been regarded as a 
proper subject for school study and a quarter of a century has 
passed since the first successful high school of agriculture was 
opened in this country. Not until this decade, however, has the 
problem of secondary school agriculture had anything like universal 
consideration. At the present time, schools of agriculture and 
courses in agriculture, as well as laws relating to the establishment 
of the same in the various states, are so numerous, diverse and 
metamorphic that it is difficult to follow the development. It is 
safe to say, however, that the greater part of the teaching which 
has been done and is being done in agriculture closely resembles or 
exactly duplicates the methods and organization of subject matter 
in other lines of high school instruction. The lecture method of 



4 THE UNIVERSITY OF THE STATE OF NEW YORK 

dispensing information is widely emplo3'ed and the textbook order 
is frequently followed in planning the work. A more or less 
coherent mass of facts is organized in a so-called logical sequence 
and called a subject. The successful pursuit of a certain number 
of these subjects means the completion of a course. Some good 
work is being done through this type of instruction. Much of the 
information dealt with is related to the farm boy's experience. 
More or less concrete work in the form of laboratory exercises and 
field excursions adds to that experience. The practical bearing of 
the information, as far as it has any, is emphasized. It is to be 
noted, however, that in connection with the course in " ologies " 
and " isms," there is not in general a provision for the application 
of rules and principles by the pupil. When a school farm is main- 
tained the work is usually done by hired laborers and thus far very 
few systematic attempts to use the home farms have been made. 
In New York State there is a definite plan for the relation of the 
home and school educational opportunities.^ The project plan aims 
to make use of the home farms for the application of the science 
learned in school. Much of the material in this bulletin is the result 
of New York State experience. The suggestions contained herein 
are offered in order that the experience of those who have been in 
the work for some time may be available to all. Since so much 
good work has been done it hardly seems wise to disregard entirely 
this heritage from the past but rather to make future plans preclude 
the mistakes which have been made. 

THE LECTURE METHOD 

The lecture method should have small place in the secondary 
school, especially in the classes in agriculture. By the lecture 
method is meant not only a forty-five minute dissertation by the 
teacher but any form of exercise in which the teacher does much of 
the talking aside from questioning. It is valuable to supplement 
other methods but should be used sparingly and economically. The 
teacher's experience must be much more extensive than that of the 
pupils and his knowledge must be broader than the textbook. An 
incident, an application, or a brief explanation will often add to the 
value and interest of the exercise. A few words at the right time 
will sometimes do more good than an hour's lecture. Now that 
good secondary texts are available and sources of information are 



1 See Bulletin 543, page 11. 



AGRICULTURE IN THE HIGH SCHOOL 5 

SO accessible, there is less need than formerly for the teacher to 
consume time in the formal presentation of subject matter or 
the dictation of " notes." (For further discussion of this point, 
see page 40 " The recitation.") While it is desirable that pupils 
secure, a broad outlook upon all questions, such an aim sliould not 
exclude the results which come from individual efifort. The lecture 
method is an excellent tool but a bad habit. 

ORDER OF TOPICS 

The order of topics in classroom instruction is too frequently the 
same as that of the ordinary textbook. The textbook represents 
the accrued experiences of the race and as such contains a logical 
and organized arrangement of facts condensed and separated from 
the details of their discovery. The basis of classroom instruction 
should be the experiences of the pupils supplemented by race experi- 
ence (that is, books, pamphlets etc.) rather than race experience 
supplemented by the experiences of the pupils. In any particular 
field of agriculture the order of topics should be local and seasonal 
rather than so-called logical. 

The teacher who uses a textbook should not plan his work so 
that the class may begin with chapter i and continue to the end at 
the rate of so many pages for each lesson. He should first of all 
determine what crops of the community will ofifer an opportunity 
for much concrete work and plan the work for the first month or 
two around this material. It may be that the first assignment in 
the text will be on page iii if the first crop considered is corn, and 
it may be on page 428 if the first crop considered is potatoes, 
or in either case it may be that the first reference will be to some 
other book or bulletin. The teacher should start with some crop 
that is in the field at the beginning of the school year ; not in a 
study of the history, classification etc., but in some work which will 
give an opportunity for individual effort and common individual 
experiences. Each member of the class will know something about 
these crops before the work begins, but the knowledge will be 
uneven and no two will have had the same experiences. It is not 
necessary to " finish up " corn and potatoes before considering 
beans, alfalfa, winter wheat or whatever other crops may afford a 
seasonal study. It is, in fact, an advantage to come back to a 
topic frequently with additional information. 

It is not necessary to " cover " all the text. No one book con- 
tains all the information needed and each one contains much that 



b THE UNIVERSITY OF THE .STATE OF NEW YORK 

is not needed. If one-half of the material in a textbook can be used 
to advantage, it is a good book. Some teachers make the mistake 
of thinking that a waste of pupils' time is of less moment than the 
loss of unnecessary text material. 

PRINCIPLES AND THEORIES 

Principles, theories and abstract information should follow, grow 
out of and be related to experience. Referring again to the subject 
of farm crops, a study of plant breeding should be preceded by a 
study of plants in the field, practice in judging and scoring, germ- 
ination tests, etc. 

Farm boys generally know more about the preparation of 
ground for seed and the cultivation of crops than they do about 
seed selection, breeding and plant diseases, but it is always an 
advantage to have the whole class see the same plowed fields or the 
same results of cultivation or lack of it in corn fields before attempt- 
ing to study the more general questions of tillage and seedage. The 
emphasis should be placed on the best practice and the principles 
underlying it. The wise teacher will be satisfied to teach a few 
fundamental principles thoroughly and so get the pupils started on 
the right road. 

Some teachers think that a study of physics and chemistry should 
precede the study of agriculture in order that pupils may build 
their knowledge of agriculture upon these fundamental sciences. 
The sciences of physics and chemistry are highly abstract and deal 
almost entirely with general principles and universal laws for an 
understanding of which a knowledge of concrete information gained 
through experience is necessary. The best teachers of physics and 
chemistry realize this and are attempting to supply interesting and 
useful experience in the form of laboratory exercises. While it is 
impossible to include in the various subjects of agriculture all the 
laws and principles now considered a part of high school physics 
and chemistry, it is possible to give the rudiments of this instruction 
and in such a connection that it can be understood. After this con- 
crete work in agriculture, the pupil will be in a position to under- 
stand physics and chemistry and profit by their study. The trouble 
comes when the teacher tries to make the high school instruction in 
agriculture a diluted form of college agriculture. 

The following extract from an outline indicates how one teacher 
planned the subject of farm crops to conform with the points brought 
out under " Order of topics " and " Principles and theories :" 



AGRICULTURE IN THE HIGH SCHOOL 7 

A Corn and potatoes (include beans, alfalfa and other prominent crops) 

1 Field study of corn 

a Percentage stand of corn 

b Desirable characteristics of corn plant 

c Selecting corn in the field for seed or exhibition 

d Harvesting corn 

2 Field study of potatoes 

a Percentage yield of potatoes 

b Condition of crop 

c Selecting seed in field 

d Harvesting potatoes 

3 Fall preparation of ground and sowing, if wheat is raised 

a Study of soils 

b Study of seed bed 

c Machinery 

4 Study of weeds in corn and potato fields ' 

5 Judging corn and potatoes 

B Plant improvement (based on study of corn and potatoes) 

1 Variation 

2 Natural selection (use weed illustrations) 

3 Artificial selection 

4 Seed production 

5 Heredity ' 

6 Improvement in farm crops 

C Plant food 

1 Elements required 

2 Sources of plant food 

3 Functions of different elements 

4 Manufacture of food materials 

D Plant growth 

1 Seeds 

a Purity of sample 

b Germinating capacity 

c Rate of germination 

2 Seedlings 

3 Roots 

4 Stems 

5 Leaves 

6 Flowers 

7 Fruit 

E Study of small grains 

F Study of grasses and pastures 

G Study of clover, alfalfa, etc. 

HOME PROJECTS^ 

A productive project should be the eventual focus of the informa- 
tion and experience gained from subject study. The project plan 
of study includes two closel}?- related features: (i) A productive 
farm enterprise carried on by the pupil under the supervision of the 
teacher of agriculture. Strict accounts should be kept and the best 

1 See Bulletin 543, page 15. 



O THE UNI\'ERSITY OF THE STATE OF NEW YORK 

practices followed. The aim is economic success. (2) A special 
study of the best practices and principles directly related to (i). 
This study should precede or parallel the enterprise. 

The most difficult part of the work for the teacher will be the 
planning of the special study with the individual pupils. A series 
of questions arranged in outline form will be found a satisfactory 
guide. Bulletin 28 published by the Massachusetts State Board of 
Education outlines sixteen vegetable projects.^ 

RECORD OF PUPILS' WORK 

In order that he may intelligently advise and assist a pupil in 
outlining his project, the teacher should know something about the 
home conditions. The survey sheet prepared by the State College 
of Agriculture, department of farm management, if filled out will 
give comprehensive information. But even with this extensive 
information the teacher should visit the home af least once before 
the pupil finally decides on his project. Other sheets in use by 
teachers of agriculture will be found on page 10. 

The report on page 11 of projects worked out during the past 
year gives some idea of the scope of the projects and the final 
accounting. These reports are from two schools started in the fall 
of 1912, so the projects are mainly from the work of the first two 
years. 

ACCOUNTS FROM POULTRY PROJECT 

The following extract from the accounts of a poultry project 
indicate something of the simplicity of the accounting. The main 
items are the receipt, cost and time record. This boy started with 
3 hens (breed uncertain), 4 anconas, 3 plymouth rocks, 4 white 
Orpingtons and 6 bufif orpingtons and i buff orpington cock. 
He set three hens with eggs from the buft" orpington pen and 
raised 36 chicks. The other stock he gradually used and sold off 
until at the end of a year he had all thoroughbred buff orpington 
stock. In the meanwhile he paid himself $24.30 for labor and made 
a net gain of $26.39. 



I 



1 Project Study Outlines for Vegetable Growing. Massaciiusetts State 

Board of Education Bulletin g, 1913. Whole no. 28. Ford Building, 15 
Ashburton place, Boston, Mass. 

Includes questions and references for producing and disposing of 

Beans Celery Parsnips Rhubarb 

Beets Cucumbers Peas Spinach 

Cabbages Melons Potatoes Sweet corn 

Carrots Onions Radishes Tomatoes 



AGRICULTURE IN THE HIGH SCHOOL 



Dr. 



Inventory 



Cr. 



191 


4 






1913 






Feb. 


I 


Poultry 


$41 •■ 


Feb. I 


Poultry 


$26 20 






Equipment 


4 ■■ 




Equipment 


4 ■• 






Feed 


I 50 




Feed 

To balance 


3 50 
12 80 




$46 50 


$46 50 


Cash or Personal 


191 


3 






1913 






Mar. 


I 


4 lb. hen 


1 70 


Feb. 8 


Bran (.50) lice 




Apr. 


5 


4 lb. hen 


70 




powder (.25) 


$ 75 


Apr. 


12 


4 lb. hen 


70 


Mar. 21 


Feed, 200 lbs. 


3 70 


Apr. 


14 


I wh. orp. hen 


I . . 


Apr. 22 


I pkg. Pan-a-cea 


25 


Apr. 


25 


I ancona hen 


70 


May 12 


Chick feed, 10 lbs. 


25 


May- 


8 


4^ lb. hen 


80 


May 12 


Bread 


12 


May 


15 


I P. R. hen 


I . . 


June 3 


Chick feed, 20 lbs. 


50 


June 


5 


I P. R. hen 


I . . 


June 3 


Meal, 40 lbs. 


I . . 


July 


9 


I B. H. hen 


80 


June 4 


Feed, 100 lbs. 


I 80 


July 


II 


I P. R. hen 


I . . 


July 10 


Feed, 100 lbs. 
Mash, 50 lbs. 


2 00 

70 






etc., etc. 




Sept. 30 


Feed, 300 lbs. 


5 85 


Feb. 


28 


Eggs, 208 


4 51 




etc., etc. 




Mar. 


31 


Eggs, 308 


6 07 








Apr. 


30 


Eggs, 291 
etc., etc. 


4 84 








Summary 


191 


3 






1914 






Feb. 


I 


Inventory 


$46 50 


Feb. I 


Feed, etc. 


$37 92 






Fowls sold 


23 05 




Labor (self) 


24 30 






Eggs sold 


53 26 




Rental 

Interest 
Inventory 
Net gain 


6 .. 

2 . . 
26 20 
26 39 




$122 81 


$122 81 



The " Pupil's project time sheet " on pag-e 12 and the " Pupil's 
project account sheet" on page 13 show one method of securing- 
the daily record of the progress of the project. The sheets should 
be of notebook size (usually 8 by 10 inches) and perforated for 
binding in the loose-leaf notebook. By use of carbon sheets dupli- 
cate records should be made and handed in once a week for the 
school files. 

The study records^ based on the project outlines should, at the 
conclusion of the project, be placed in the school files. 

^ See Bulletin 543, page 12. 



lO 



TPXE UNIVERSITY OF THE STATE OF NEW YORK 



HOME PROJECT SURVEY SHEET 

Farm Record (type i) 

Age Name Date No. . , 

Year Name of parent Address 

Occupation of parent Distance from Location of home 

Size of place (acres) General slope Amt. under cultivation . . . , 

Remarks on place 

Character of soil 

Amt. permanent pasture Amt. temporary pasture 

No. fruit trees Condition Small fruits 



Crops grown 





L.\ST YEAR 








THIS 


VEAR 




Kinds 


Acres 


Yield 
per 
acre 


Value 

of 
crop 


Cultiva- 
tion 
given 


Acres 


Yield 
per 
acre 


Value 

of 
crop 


Cultiva- 
tion 
given 

































Stock 






Milk 




Number 


Breed 


Feed 


Purpose 


Amt. at present . . . 

Disposal 

Value per week $ . . 




Horses 








..qt. 


Cows 










Hogs 










Hens 










Other stock 











Barns: Number . . . . 
Floor space not stable . 

Houses: Number. . . 

Woods: Amt 

Distance to market . . . 



. . . Stable room Outside dimensions 

. . Hay room cu. ft. Silo capacity cu. ft. 

Material vSizes No. rooms 

Kind Description 

Name of market 



School record 





AGRICULTURAL 


ACADEMIC 


Subjects taken 
this year 












Subjects passed 

prior to this 

year 











Home project: Title.. 

Object. 

Details 



Standing . 



AGRICULTURE IN THE HIGH SCHOOL 



II 



Year in school . 



Farm record (type 2) 

Date Town in which located 

Pupil's name Age . 

Parent's name Address 

Number of years on this farm Nearest railroad station 

Total acres in farm . . . Acres tillable . . Woods not pastured . . Tillable pasture . 

Untillable pasture . . Waste land . . Orchard . . Level land . . Rolling land 

Condition of farm buildings 



Stock 



NUMBER 


VALUE 


BREED OR KIND 


Work horses 


$ 




Colts 






Other horses 







Bulls 






Dairy cows 






Young cattle 



















Sale of stock products 191 



Sale of crop products 191 . . 



AMOUNT 


VALUE 


AMOUNT 


VALUE 


Milk 


1 


Hay 

Oats 


$ 


Butter 




Egps 




Buckwheat 




Poultry 




Potatoes 




Live animals 




Garden truck 




Dressed meats 




Fruits 













Hired labor Value $ . . . . Family labor Value 

Feed purchased tons. Value $. . . . Fertilizers tons. Value 

Lime used tons. Kind Value $ 

Seeds purchased Value $ . . . . 

What farm problems most interest you ? 



12 



TriE UNIVERSITY OF THE STATE OF NEW YORK 



High School 

Agriculture department 
PUPIL'S PROJECT TIME SHEET 

Na}]ie of pupil 

Name of parent 



DATE 



DESCRIPTION OF 
WORK 



SELF 



From To 



Total in hours 



MAN 



From To 



HORSE 



From To 



AGRICULTURE IN THE HIGH SCHOOL 



13 



High School 

Agriculture department 
PUPIL'S PROJECT ACCOUNT SHEET 



Name of pupil. . 
Name, of parent. 



DATE 



ITEMS 



DR. 



DATE 



ITEMS 



Total forwarded 



Total forwarded 



CR. 



14 



THE UNIVERSITY OF THE STATE OF NEW YORK 



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A group project 
Work of farm mechanics and poultry class at the high school, Stamford, N. Y. 



AGRICULTURE IN THE HIGH SCHOOL 15 

POULTRY PROJECT STUDY OUTLINE 
A What breeds shall you keep ? 

1 What breeds are raised in this locality? 

2 Are they well adapted to this locality ? 

3 Are there better breeds ? 

4 What breed have you at present? 

5 Shall you change? 

6 How may you improve your present flock? 

7 Shall you aim toward eg-g- or meat production? 
B What kind of quarters shall you provide? 

1 Shall you build or remodel? 

2 What style house do you prefer? Why? 

3 What essentials shall you have in mind in locating the 

house ? 

4 For how many fowls shall you provide? 

5 How much window and air space will be needed? 

6 Where shall you locate windows, perches, nests, dust 

boxes and drinking fountains? (Show by drawings.) 

7 Shall 3'ou have yards and parks ? How large and what kind? 
C What poultry fixtures and devices do you need? 

1 Which of these shall you build? 

2 What type. of drinking fountain shall you use? 

3 What type of feed hopper shall you use ? 
D What care shall you take of your poultry? 

1 How often shall you clean the colony house? 

2 What disinfectant shall you use? 

3 What precautions shall you take against vermin and 

disease? 

4 How shall you provide for fresh air and sunshine? 
E What feeds shall you use? 

1 What ration shall you use for laying hens? For fatten- 

ing cockerels ? Why ? 

2 What shall you feed the chicks? Why? 

3 How often shall you feed hens ? Chicks ? 

4 How shall you determine upon the most economic ration ? 
F How shall you incubate? 

1 Shall you use incubators or brood hens? Why? 

2 What precautions shall you observe in either case? 

3 What points shall you consider in selecting eggs for 

hatching ? 

4 When shall you test the eggs? 

5 How shall you care for the chicks? 



l6 -THE UNIVERSITY OF THE STATE OF NEW YORK 

G From what diseases and enemies shall you protect your poultry? 

How? 
H . How shall you prepare your products for market? 

1 What is the best method of killing? 

2 Shall you dry pick? Why? 

3 What is the correct method of scalding? 

4 How shall you pack and ship your poultry? 

5 How shall you handle and care for the eggs ? 

6 Where shall you market your products ? 
I What accounts shall you keep? 

1 How shall you keep account of your expenses and 

receipts ? 

2 How shall you enter products used by the family ? 

3 How shall you record labor? 

4 How shall you keep in touch with market prices of feed 

and produce? 

pupil's project study record^ 

The equipment used consisted of two acres of land sloping toward 
the south and east, a barn 28 by 20 feet with three and one-half 
stories. The two lower floors were fitted up with roosts, nests, 
dropping boards and other essentials for a henhouse. Each fowl 
has 8 inches of roost and 2^ square feet of floor space. On the 
south side of the barn there are openings fitted with cloth frames 
to keep out rain, let in light and provide good ventilation. Even on 
stormy days these frames are opened for a little while in order to 
air out the coops. The nests are placed under the dropping boards, 
where they are secluded and convenient. I try to make the coops 
as cheerful and bright as possible, because a happy lien is a laying 
hen. I whitewashed the interior of the coop thoroughly, adding a 
pint of carbolic acid to 50 gallons of whitewash. This was put on 
with a bucket sprayer. This spray is both a good disinfectant and 
insecticide. 

For litter I use corn stalks cut into short lengths, because I have 
these on hand. 

There was also a coop 12 by 48 feet. This coop had a ground 
floor only, so I placed 12 inch, inch mesh, poultry netting around the 
bottom to keep the rats out. During the winter, hens are kept in 
this coop, but last spring it was used for a brooder house. 

1 This record was prepared and submitted by a pupil in the agricul- 
tural department of a New York State high school as a part of his work 
for the year 1913. 

For financial statement of project, see pupil number 3, page 14. 



AGRICULTURE IN THE HIGH SCHOOL I7 

The chickens were hatched in eight Cycle hatchers with a capa- 
city of 50 eggs each. These incubators are all metal, economic, 
durable and have proved practical. The lamp is in the center and 
the eggs are placed around it in three rows, with the small end 
down and toward the lamp. The eggs are kept at a temperature 
varying from 102 degrees Fahrenheit the first week, to 103 the 
last week of incubation. 

The chickens were left in the incubators until the oldest were 36 
hours old, when all the healthy dried ones were removed to the 
brooder where they were fed a mixture of sand, bread crumbs and 
hard boiled eggs chopped fine. The chickens were kept at a tem- 
perature of about 95 degrees for the first two days, then the heat 
was reduced gradually as the chickens grew older. Gradually a 
little oatmeal was added to the ration. 

The brooder consists of a 3 foot square box, 12 inches high with 
sheet iron nailed on top, with a i inch space between it and the 
board floor. In the middle of the floor a hole 6 inches in diameter 
was cut and a 2 quart basin nailed over it, the basin having several 
holes in it. On the edge of the floor are upright boards to keep 
the litter and chickens inside. A 2 foot square hover with a slit 
flannel drapery on the edge was placed over the basin on four 6 
inch legs, one at each corner. Now a bracket lamp is put into the 
box under the hover. The chickens are led from the hovers by 
means of an inclined board covered with dirt. 

There were eight of these hovers with a capacity of 50 to 60 chicks 
each, placed in the 12 by 48 foot coop. The chickens were provided 
with runs inside and outdoors. These brooders were a constant 
worry because a kerosene lamp can not be depended upon. I 
intend to install a hot water system next season if possible. 

At the beginning of the season the chickens grew well, but later, 
as the weather turned bad and rats got into the coop, we moved 
brooders and chickens outdoors. On account of the sudden change 
I lost quite a number of them, perhaps more than the rats would 
have killed. 

When the chickens were eight weeks old, I separated the cockerels 
from the pullets and fed them a fattening ration. At ten weeks 
those that were not fit to save for breeding purposes I shipped alive 
to a commission merchant who handles our products. I received an 
average of twenty-four cents a pound for them. 

We keep two strains of single-combed white leghorns and so we 
had to leg-band some of the chickens. As soon as the young- stock 



lO THE UNIVERSITY OF THE STATE OF NEW YORK 

were old enough, I laid a cement floor in their coop to keep out 
rats. The coops were already fatted up with dropping boards, roosts 
and nests. Of the 750 chickens hatched, we now have 320 pullets 
and 25 cockerels fit for breeding. 

The first pullet commenced laying September ist. 
The work of taking care of the young stock consisted of cutting 
hay for litter, cleaning the hovers at least once a week, regulating 
the diet of the chickens as far as possible and spraying the hovers 
with kerosene and carbolic acid once every two weeks. The brooder 
lamps had to be filled every other day and trimmed every day. 
Green food was furnished in the form of finely cut lawn clippings 
and sprouted oats. The chickens of certain matings had to be leg- 
banded and kept separate. 

In picking out the cockerels for next year's breeding pen, I chose 
them from the early hatches in order to have them mature next 
spring when I wish to use them. In picking out the cockerels, I 
follow the "American standard of perfection," and what I have 
learned. I select cockerels which are well formed, large, having 
pure white plumage, a well-developed tail standing at an angle of 
45 degrees, clear colored yellow legs, bright eyed, five distinct 
points on their combs, white ear lobed, and which crow the most 
because crowing denotes vigor. Of course it is impossible to get 
all these good qualities well developed in one bird, that is, a 
cockerel may be well developed in shape and color but at the same 
time lacking in vigor, which is essential for breeding stock. I try 
to counterbalance the poor qualities of the male by picking out hens 
which have these qualities well developed, that is, if the cock is 
small, I would have large hens. ]\Iy idea is to produce a strain of 
single-combed white leghorns which shall be good layers, well pro- 
portioned, pretty, healthy and vigorous, and which develop good 
sized early broilers. 

As to feeding, I feed all the fowls a ration to make them large 
and good layers of large white, chalky eggs. To the old stock I 
feed each morning three quarts of grain, wheat, oats and barley 
mixed, for each hundred fowls. I keep a dry mash before them all 
the time in' a Cornell range hopper. This mash consists of one 
hundred pounds of bran, one hundred pounds of middlings, one 
hundred pounds oatmeal mill by-products, ground corn, wheat bran, 
middlings, and oat refuse. Beef scrap is kept before them all the 
time and I give them fresh ground green bone, about an ounce for 
each hen daily. During the molting season, August, September, 



AGRICULTURE IN THE HIGH SCHOOL I9 

October and November, I add 50 pounds of linseed oil meal to the 
jnash. This produces feathers and hurries them through their 
molt. Green food was supplied to thein in the summer in the 
forms of lawn clippings, green oats, or alfalfa. In winter I used 
cut dried alfalfa, cabbages and other vegetables. 

The fowls run in an orchard of apple, pear, plum, cherry and 
peach trees. I kept this sowed with oats during the summer while 
it was damp. At night I feed all the stock all the mixed grain that 
they will eat up clean, so that their crops will be full and they can 
digest the food while they sleep. All the grain is fed in litter to 
make them work because exercise is necessary for vigor and egg 
production. 

In taking care of the fowls my work consisted of feeding and 
watering them, cleaning the dropping boards at least three times a. 
week, going over the roosts with kerosene oil every two weeks, and 
changing the litter when it was worn out and dirty. One of the most 
essential qualities of a good poultry farm is cleanliness and nothing 
can be done without it because the stock will sicken and lose vigor. 
So I kept the houses and yards as clean and dry as possible. Twice 
during the summer I had their yard cultivated. 

Our main business is producing large, uniform, chalky-white eggs 
and that is why we keep single-combed white leghorns because they 
lay an abundance of such eggs, which is what the New York City 
market demands. We are located near the railway and our ship- 
ments reach their destination in New York City in twelve hours. 

In marketing all our products we take great care in having them 
uniform and clean. With the broilers we like to have large hatches 
so that there will be enough cockerels for a shipment, that is, about 
fifty. But with the fowls we can not be so particular because we 
sell them mainly to get them out of the way. In selecting for 
market we pick out the poor layers, small combed, anemic or over- 
fat fowls, SO' our fowls do not bring good prices because they are 
small and not uniform, and, moreover, we could not expect good 
prices for meat fowls when that is not our business. But in produc- 
ing and marketing eggs we receive from 2 to 5 cents a dozen above 
market quotations. We keep the nests as clean as possible in order 
. to keep the eggs white. The eggs are gathered three times a day 
and if in gathering the eggs I found a tinted egg I watched to see 
which hen laid the egg and when I found her I marked her to be 
killed when she stopped laying because we are breeding for clear 
white eggs. The eggs are cleaned with a washing powder when 
necessary, but the eggs are never rubbed hard because that would 



20 .THE UNIVERSITY OF THE STATE OF NEW YORK 

remove the chalky appearance which denotes a fresh egg. The 
eggs are kept in a cool, dry place before shipping. They are not 
taken to the station until two hours before train time, so as to keep 
them from getting heated. We never keep eggs over ten days 
before shipping, either in winter or summer. In fact, we try to get 
them on the market as soon as possible after they are laid because we 
have a reputation with our commission merchant that we ship only 
fresh eggs and so he relies on us. We try to furnish him the best 
eggs that can be produced and so he pays us from 2 to 5 cents more 
a dozen than market quotations. This merchant has always been 
more than scjuare with us. He sends us egg cases free, except for 
freight and cartage which is 2 cents a case, and even pays return 
express on our shipping crates. So we are fully in favor of com- 
mission merchants but of course when we can sell direct to a good 
reliable consumer, we will do so. 

I keep myself posted on poultry by reading farm papers, among 
which are : The Rural New Yorker, Rural Life, American Poultry 
Advocate, and Poultry Success. I intend to follow the poultry 
business for an occupation. 

The following is a list of the supplies which we buy and an 
account of my summer work : 

Wheat $ . 95 — $1 . 10 a bushel 

Oats 45 

Barley 60 

Bran i .60 a hundred pounds 

Middlings i . 60 

Stock feed 1.40 — 1.50 " 

Linseed meal i ■ 75 " 

Beef scrap 2.75 " 

Green bones 00^ a pound 

Gasoline for engine... .25 a gallon 

Litter 50 a hundred pounds 

In closing I will say that a daily record was kept of the following : 
Nvmiber of hours of work and cost. Number of eggs laid, Eggs 
shipped. Fowls shipped, Returns from shipments, Eggs and fowls 
used in the house and price, Amount of feed and green bone 
bought, Miscellaneous expenditures, Mortality in chicks, etc. 

Every good poultry man who wishes to succeed should keep an 
account of his poultry just as if he were a business man, which he 
really is or needs to be. By doing so he is enabled to see mistakes 
and avoid or rectifv them. 



AGRICULTURE IN THE HIGH SCHOOL 21 

In addition to the equipment described, I might say that we have 
a two horse-power gasoline engine, a green bone cutter, clover 
cutter, and a water supply which furnishes water to all the coops 
and also provides fire protection. We now have about 400 head of 
old stock which we are keeping for breeding purposes next year. 

During the summer I had practically entire charge of the poultry 
work but I have only a third interest in the business. 

RECORD OF TEACHER'S WORK 
In order that interested persons may at any time be able to secure 
information concerning the department it is necessary for the 
teacher to keep a record of his own work as well as of that of his 
pupils. This record will also enable a teacher to make the best use 
of the work of the preceding year. When a new teacher starts in 
at a school there should be available for him records of the activi- 
ties of his predecessors in order that he may know what has been 
done and so make as little break as possible in the work. The fol- 
lowing extracts from the extension diary and the plan book of a 
teacher indicate what can be done in this direction. 

EXTENSION DIARY 

Oct. I Frank West called up to find out if I could come out Sat- 
urday afternoon and help him start a set of accounts. 
Calvin Drew brought in the seed corn. 

2 Niles Wilson brought in some apples badly affected by 
" scab." He wants to spray next spring. Anxious to have 
a machine purchased. Will buy one-quarter share in one. 
Loaned him a copy of Wallace's bulletin. Wells says that 
his father is talking about buying a thoroughbred Guern- 
sey sire. 

3 Went to look over Riker's flat for soils trip. Flood 
plain, rock ledge and a valley slope are accessible. Go 
next Wednesday. Riker wants to raise some alfalfa. 
Went to West's in the afternoon and helped him start a 
set of accounts. He wants the farm management class to 
use his data and offer suggestions. 

6 Talked at grange about visiting the rural schools and 
explained the work we are doing here. We want to get 
some of the older boys in for the winter course. R. Barnes 
asked me to visit his place to advise him concerning alfalfa 
growing. L. Barton intends to remodel his cow barn. He 
wants us to visit his place and suggest plans. 



22 ~ THE UNIVERSITY OF THE STATE OF NEW YORK 

7 Carl Broder called up to know if we would help him 
trim his orchard. I told him we would come out and start 
him. Fred Niels brought in some new varieties of potatoes 
for the farm crops class. 
9 Went down to Fred Wood's after school to find out about 
taking" the animal husbandry class there next week to see 
his sheep. He is talking about hothouse lambs. I am to 
send him some literature. He says he shall be glad to have 
the class come down and offered to hook up and come 
after us. 

lo Had the annual fall exhibition of crops and fruit. The 
classes are to write up the exhibit for the paper. (Clip- 
ping pasted here.) I think another year we ought to 
organize our committees by localities and get in more ex- 
hibits. This exhibition should come in November. 

12 Went out to Barton's to look over his barn. Plan to take 
farm mechanics and animal husbandry classes out there 
next week. 

14 Meeting held to make arrangements for extension school. 
Called at 8.15. About fifty farmers present. Many new 
faces. Following subjects decided upon: feeds; dairying; 
alfalfa; beans; local phases of farm management. School 
for women to be held at same time. Appointed on com- 
mittee of arrangements. 

15 Went to with county agent to attend a meeting of 

fruit-growers. Cooperative buying and selling was dis- 
cussed. They are going to try it. I spoke about the 
extension school. 

teacher's plan RECORD 

Field exercises 

1 Field study of corn plant. (Calvin Drew's corn field.) 

1910 Syllabus, page 33. 

2 Percentage stand of corn. (Drew's corn field.) 

Schools Circular 2, State College of Agriculture, Ames, 
Iowa, page 2^. 

3 Selecting corn in the field for seed or exhibition. (Drew's corn 

field.)' 

Schools Circular 2, State College of Agriculture, Ames, 
Iowa, page 32 ; 1910 Syllabus, page 34. 



AGRICULTURE IN THE HIGH SCHOOL 23 

4 Field study of potato and hill selection. (Fred Niels's potato 

field.) 

1910 Syllabus, pages 63 and 64. 

5 Field study of vegetative portion and habits of alfalfa. 

(See page 38.) 

Indoor laboratory exercises 

6 Structure of the tuber. 

1910 Syllabus, page 65. 

7 Study of the corn plant. 

Schools circular 2, State College of Agriculture, Ames, 
Iowa, page 26. 

8 Charaoteristics of different varieties of potatoes. 

1910 Syllabus, page 68. 
Have made arrangements with homemaking teacher to cook 
potatoes. 

9 The ear of corn. 

Call & Schafer, Laboratory Manual of Agriculture, page 83. 

Assignment for three days 

General topic: seed corn 

References : 

Bowman & Crossley. Corn. 

Hunt. The Cereals in America. 

Montgomery. The Corn Crops. 

Myrick. The Book of Corn. 

Wilson & Warburton. Field Crops. 

Farmers Bulletins 229, 313, 415. 

Cornell Reading Course 34. 

Ohio Extension Bui. v. 2, no. i. 

State College of Agriculture, Ames, Iowa. Schools Circular 2. 

Topics for Monday's recitation : 

1 Describe the corn plant. 

2 What are the desirable characteristics of a corn plant? 

3 What are the desirable characteristics of a good ear? 

4 How much seed should be selected and when? 

5 How select seed? 

6 How store seed? 

7 Compare flint and dent for this section. 

8 Which of the insects mentioned in the text have you seen 

working in corn in this section? 



24 



- THE UNIVERSITY OF THE STATE OF NEW YORK 



Directions for field trip Thursday : 

1 Meet in front of Calvin Drew's at i p. m. 

2 Bring pencil, paper and printed directions. 

3 In addition to information asked for in the printed directions, 

secure data to answer topic i of Monday's recitation. 
a The root. 

Spread, distance from surface, types, proportion of 
root, functions. 
h The stem or stalk. 

Nodes, tillers or suckers, leaves, flowers, ear. 
Field exercises for Thursday and Friday : 

1 Field study of corn plant. (Calvin Drew's corn field.) 

1910 Syllabus, page 33. 

2 Percentage stand of corn. (Drew's corn field.) 

Schools Circular 2, State College of Agriculture, Ames, 
Iowa, page 2^. (Omit 8 and 17 and pull only one stalk 
for study.) 

3 Selecting corn in the field for seed or exhibition. (Drew's 

corn field.) 

Schools Circular 2. State College of Agriculture, Ames, 
Iowa, page 2>^\ 1910 Syllabus, page 34. 

Outline for report on Held study of corn plant 



Pupil's name.. . 
Variety of corn. 



Date. , 
Place. 



Trials 


I 


2 


3 


4 " 


5 


6 


7 


8 


9 


10 


Average 




Height 
























Length of shank . . . 
























Number of leaves . . 
























Number of ears. . . 
























Husks 

















































Maturity! 



Silk 



Roast 



Part milk 



Ripe 



^ Test for maturity by opening tip. 



AGRICULTURE IN THE HIGH SCHOOL 25 

1 How many tillers in the 50 hills examined ? 

2 How many stalks have corn smut ? 

3 How many look good enough for seed ? 

4 Are rows straight in both directions ? 

5 Was the field well cared for ? 

6 Reasons for answer to 5 

7 Describe the soil 

8 What weeds do you find ? 



EQUIPMENT 
The equipment needed for teaching agriculture in the high school 
depends upon the nature of the work to be given. Apparatus need 
not be elaborate but it must be adequate if the teaching is to be 
effective. Agriculture requires a definite, special equipment, and 
adequate provision for agriculture teaching requires an expenditure 
greater than for any of the other sciences. Outdoor as well as 
indoor work must be considered. Some of the materials and appa- 
ratus used in the physical, chemical or biological laboratories may 
also be used by the teacher of agriculture but in no case is such 
equipment alone sufficient. A list of the kinds and amount of 
materials needed should be made out at least once a year by the 
teacher of agriculture. The board of education should see that 
funds for such material are provided without delay. All laboratory 
supplies for the year should, as far as possible, be secured before the 
opening of the school in the fall. In compiling a list of the equip- 
ment and material needed the teacher should go over his outlines of 
work for the coming year and carefully note his probable needs. In 
case a school is starting the work for the first time, no orders should 
be placed until the teacher has been engaged and consulted. In 
ordering supplies and equipment, care should be taken to secure 
enough to provide for the whole class. Local material should be 
collected by the teacher and pupils and some of the apparatus may 
be constructed in the school but it must be remembered that this 
takes time and labor. Unless great saving is to be made or an edu- 
cational aim served and the product entirely satisfactory, it is better 
to purchase in the open market. Many useful charts and diagrams 
may be copied by the teacher or pupils and serve both as a guide in 
assigning lessons and in reviewing a topic. 



26 



THE UNIVERSITY OF THE STATE OF NEW YORK 



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Figure i. Wall chart 24 inches by 32 inches after Whitson and Walster. 
These charts are useful not only for classroom work but also for talks 
before institutes, granges and rural schools. 



AGRICULTURE IN THE HIGH SCHOOL 2/ 



BENEFITS OF LIME 

A PHYSICAL 

1 Improves soil tilth 

2 Renders clay soil light 

3 Cements sandy soil 

B CHEMICAL 

1 Liberates plant food 

2 Renders phosphorus more available 

3 Corrects soil acidity 

4 Destroys soil toxicity 

C BIOLOGICAL 

1 Facilitates bacterial growth 

2 Controls disease 



A review chart. Bristol board with gummed paper letters. 

The following list, while not complete, will serve as a check list from 
which to order material. Amounts and prices are omitted as both 
will be determined by the numbers to be served. This list contains 
the materials, aside from those which may be secured locally, needed 
for the experiments outlined in the New York State Syllabus for 
Secondary Schools. 

Apparatus for agriculture 

Absorbent cotton Egg tester 

Babcock testing outfit, complete Evaporation cylinders 

Bath, water Flower pots 

Beeswax Germination trays 

Brooder heater Glass bottles, assorted sizes 

Bucket sprayer Grafting chisels 

Budding knives Grains, standard 

Burettes, 25 cc in i/io cc Grasses, standard 

Burette stands and clamps Incubator 

Caponizing set Insect mounts 

Corn calipers Killing knives 

Cream scales Lactometers, Q. and B. H. 

Drying oven Legumes, standard 



28 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Mason jars, 2 qt., i qt. and i pt. 

Measures, i qt. to Yi bushel 

Percolation tubes 

Pruning saws 

Pruning shears 

Pruning knives 

Raffia 

Resin 



Score cards 

Soil auger 

Soil sieves 

Soil Tubes (apparent sp. 

Tallow 

Tape measures 

Thermometers, chemical 

Thermometers, soil 



ir.) 



Apparatus usually found in school 



Asbestos pads 

Balances and weights 

Beakers 

Burners 

Cheese cloth 

Compound microscopes 

Corks, one and two hole rubber 

Dissecting needles 

Evaporating dishes (porcelain) 

Filter paper 

Funnels 

Graduate, 100 cc in i cc 



Graniteware pans 

Hand lenses 

Lamp chimneys 

Petri dishes 

Ring stands 

Rulers 

Slides and cover glasses 

Specific gravity bottles 

Test tubes 

Tripods 

Tumblers 



Chemicals 



Acid, hydrochloric 

Acid, acetic 

Acid, sulphuric 

Acid, nitric 

Acid, carbolic 

Agar agar 

Alcohol, absolute 

Ammonium hydroxid 

Benzoate of soda 

Bichloride of mercury 

Bicarbonate of soda 

Calcium oxid 

Copper sulphate 

Culture starter 

Farrington's alkaline tablets 

Ferric ch^orid 

Fertilizers, chemical 

Formalin, 40 per cent. 

Fuchsin solution 

Gelatine 

Glucose 



Hydrogen peroxid 

Iodine 

Iron sulphate 

Lime, commercial samples 

Litmus paper or solution 

Methylene blue solution 

Pepsin 

Phenolphthalein 

Plaster paris 

Potassium iodid 

Potassium hydroxid 

Prussiate of potash 

Rennet (liquid) 

Rochelle saUs 

Sodium chlorid 

Sodium hydrate 

Sodium hydroxid 

Sodium silicate 

Starch solution 

Sulphur 

Tumeric paper 



THE LABORATORY 

The purpcse of the laboratory and its equipment is supple- 
mentary to that of the field. It furnishes a means for demonstrating- 
various phases of agriculture and afl:'ords an opportunity for secur- 
ing- individual experience. One large room properly equipped to 
serve as a combination recitation room and laboralorv has been 
found most satisfactory (see fig-ure 2). It frequentlv happens 
that an exercise may be part recitation and part laboratory. 



AGRICULTURE IN THE HtGH SCHOOL 



29 




30 



THE UNIVERSITY OF THE STATE OF NEW YORK 



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32 THE UNIVERSITY OF THE STATE OF NEW YORK 

Material and apparatus commonly used in the laboratory are also 
usually necessary for classroom demonstration. Centering all work 
and materials in one room saves time and trouble. A chair with a 
drop arm makes the best seat for such a room. When the arm is 
lowered the chair may be used at the side table. For any demonstra- 
tion exercise such as butter or cheese making, the center of the room 
may be cleared and plenty of space provided for the work. When 
any great amount of dairy work is indicated in the course of study, 
a special cement-floor room should be provided and properly 
equipped with the necessary appliances of a home dairy. These 
rooms should have running water and gas when possible. To save 
cost of plumbing, it is better to have the water taps in the laboratory 
at one sink with a single drain (see figure 2, page 29). This 
sink should be at least 4 feet long, and preferably 6. The gas pipe 
should run above the tables with double stopcocks so situated that 
each pupil may have a burner. If gas is inaccessible, alcohol or 
other burners should be provided. The agriculture room should be 
near the ground with easy access to the outside of the building so 
that classes may readily pass in and out without disturbing others 
in the building. 

Ample case room should be provided for apparatus, laboratory 
supplies and demonstration material (see figure 3, page 30). 
The upper doors should be of glass so that material may be readily 
located. The lower doors should be of wood, since glass so low 
down is frequently broken. The following list of materials in the 
cases shown in the plate on the opposite page indicates the uses to 
be made of such cases : 

Case I (at left) 

Shelf A. Fertilizers. (Collected locally) 

(Top shelf). Fertilizers. (Standard from department of soils, 

New York State College of Agriculture) 
Shelf B. Poultry feeds. (Collected locally) 

Shelf C, Insect mounts. (Life histories) 

Shelf D. Crops in sheaf. (Collected locally) 

Shelf E. Insect mounts. (Life histories) 

Lower section. Apparatus. 

Case 2 
Shelf A. Threshed grains. (Collected locally) 

Threshed grains. (Standard market grades pur- 
chased from University of Nebraska, depart- 
ment of instructional agronomy) 
Shelf B. Shelled com. (Standard types) 

Corn products. 
Grains. (Standard grades) 







03 



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AGRICULTURE IN THE HIGH SCHOOL 33 

Shelf C. Grass seeds. (Standard) 

Grass seeds. (Collected from local market) 
Grasses in head. (Standard) 
Grasses in head. (Collected locally) 
Shelves D and E. Wheat, oats and barley in head. (Standard and 

local collections) 
Shelf F. Com in ear. (Standard types) 

Grain in sheaf. (Collected locally) 
Case 3 
Shelves A and B. Agricultural books. (See page 47) 
Shelf C. Bulletins. 

Shelves D and E. Plant pathology specimens and laboratory supply. 
(Collected locally and secured from department 
of plant pathology, New York State College of 
Agriculture) 
Shelf F. Apparatus. 

The laboratory should also contain plenty of drawer space. See 
figure 4, page 31. If possible, all cases should be mouse-proof 
so that grains and other edible material may be safely stored. The 
blackboard should be mounted in a frame so squared up and 
finished that a T square may be used for the construction of black- 
board figures. 

The side tables should be at least 2 feet wide and 30 inches high. 
There should be a drawer for each 2 feet of length (see figure 3, 
page 30, and figure 5, page 31). The tops should be smooth- 
matched and finished in such a way that they may be protected from 
damage and kept clean and smooth. 

Some good laboratory maxims : 

1 Each piece of apparatus should have a place and be there when 
not in use. 

2 All glassware and apparatus should be cleaned before being 
put away. 

3 A refuse jar or pail should be handy and pupils required to 
put all waste material in this receptacle rather than on the floor or 
tables. 

4 Neatness tends to accuracy. 

The teacher should make definite and careful preparation for each 
laboratory exercise (see teacher's record, page 22). All material 
and apparatus to be used should be in order and ready for use at 
the beginning of the period. The time of the class should not be 
wasted while the teacher or pupils hunt for the things to be used. 
Plenty of material should be provided for each exercise ; otherwise 
one or two will do all the work and consequently derive all the 



34 THE UNIVERSITY OF THE STATE OF NEW YORK 

benefit. Laboratory work is not intended simply for busy work. 
There should be a reason for each exercise and each exercise should 
be an integral part of the instruction. The points mentioned below 
concerning the field trip and the notebook should also be noted in 
connection with indoor laboratory work. 

THE FIELD TRIP 

Field trips may be made a most valuable part of the study of 
agriculture. The high school work in agriculture is based upon the 
assumption that frequent trips will be made to near-by fields, 
orchards and barns where may be found much of the material pro- 
vided at schools of agriculture of a different type. If the high 
school course is to be successful, the teacher of agriculture must 
make much use of these " outdoor laboratories." 

In order to insure success, certain points should be borne in mind : 

1 There should be a definite purpose and, when possible, a 
definite place. This does not mean that the main purpose of the 
trip should exclude any useful observations but rather that aimless 
trips are seldom very profitable. 

2 Pupils should be prepared for the trip by previous discussion 
and instruction. They should know definitely what is expected of 
them. A typewritten or mimeographed instruction sheet for each 
pupil is a great help (see footnote, page 38). 

3 There should be a report, definite and comprehensive. This 
report should be made the basis of later class discussion and with 
other related notes should form a part of the notebook. See 
page 37 ; also figure 8, page 39. 

4 The purpose of the trip should be reasonable. There should 
be enough discussion to enable the pupil to profit from what is seen. 
The amount of work required should be suited to the time avail- 
able. A second trip may be necessary. 

5 The teacher through previous visits should be familiar with 
the objective point of the trip. He should be sure that the conditions 
are suitable at the time of the trip. (See "Teacher's Extension 
Diary," Oct. 3, page 21.) 

6 There is definite provision in the program for double periods 
twice a week in each subject in agriculture. For some field trips 
this time is sufficient but for others arrangements should be made 
for a half day. One half-day trip may be substituted for the work 
of two double periods. 



AGRICULTURE IN THE HIGH SCHOOL 



35 







Figure 6. 



Basement plan of the agriculture and homemaking building, 
Worcester, N. Y. 



At present the entire basement is used for shop and dairy labo- 
ratory. The basement walls are concrete lo inches thick. The 
girders are 8 inches by 8 inches spaced i6 inches on centers. 
The joists are 2 inches by 8 inches spaced 16 inches on centers. 
All framing lumber is of good sound hemlock. The furnace is 
provided with a coal grate and is encased in number 22 galvanized 
iron casing. 



36 



THE UNIVERSITY OF THE STATE OF NEW YORK 



A6CliCOLTUCE= 



UAvBORATOaY • &■ ■ RErCITATlON 



Ht-IOHT 11^. 



HOMfeMAKiNG 
^E-wir-iG ■(;-■ R&Cl-TATlON- 

2.0' X -ia' 



Figure 7. Floor plan of the agriculture and homemaking building, Worcester, N. Y. 

The entire frame is sheathed with | inch hemlock boards, cov- 
ered with waterproof paper. The siding is of white pine 6 inches 
wide laid with i inch lap. The roof is shingled. The floors are 
double: square edge hemlock covered with edge grained yellow 
pine I inches by 2I inches. Ceilings and side walls are finished 
with artificial board paneled off with battons of the same material. 



Plate 3 



'm^ 





Agriculture and homemaking building at Worcester, N. Y., showing 

front and rear elevation. This building, including heating and 

ventilating system, cost less than $2000 



AGRICULTURE IN THE HIGH SCHOOL 37 

THE PUPIL'S NOTEBOOK 
The notebook should contain a record of the important facts 
obtained by consulting authorities, performing experiments and 
making observations. When completed it should contain important 
information relating to the subject studied. 

1 Individual observation and experiment, and only such, should 
be recorded in the first person. 

2 Information taken on authority should be accompanied by a 
definite reference to the source. 

3 Outlines rather than verbatim copies should be made of infor- 
mation obtained from a readily available source. 

4 A syllabus is intended for use by the teacher only. 

5 Experiments and field trips should be considered an integral 
part of a general scheme of work rather than isolated exercises (see 
"Teacher's plan record," page 22). 

6 A good notebook should be neat, exact and concise. In mak- 
ing the book concise, however, no important facts should be omitted, 

7 A drawing oftentimes expresses clearly and accurately what 
could only with difficulty be expressed in words (see figure 8). 
A mere outline is sufficient, but this should be definite and large 
enough to show details. All drawings and parts shown in drawings 
should be labeled. When several details are to be indicated, the 
parts may be labeled with a letter or number. A key to the num- 
bers or letters should be made in the margin or below the drawing. 

8 Not every experiment can be finished the day or the week it is 
begun. Constant book reference should be made as new informa- 
tion is obtained. The notebook should grow in an assimilative 
rather than an accretive manner. The pupil should be encouraged 
to tie up each new bit of information with something already 
recorded whenever this is possible. Either space should be allowed 
for such reference or loose-leaf notebooks should be used. 

9 Comparative results should be tabulated in neat and orderly 
form (see figure 8). 

10 The loose-leaf form of book has many advantages : (a) extra 
sheets may be added to any part; (b) spoiled sheets are easily 
replaced; (c) it is not necessary to handle the whole book in work- 
ing out an exercise ; (d) the method of building a book as suggested 
under 8 is easily carried out with the loose leaves. 

Each pupil should be required to keep a notebook and the 
teacher should frequently examine it, indicate mistakes and require 
corrections. 



38 THE UNIVERSITY OF THE STATE OF NEW YORK 

FIELD STUDY OF VEGETATIVE PORTION AND 
HABITS OF ALFALFA 

Location visited Date 



Observe the following points and write a description of each 
point from the field study : 

1 Number of plants per square foot. Average five. 

2 Height of plant. Average ten. 

3 Number of branches per stem. Average five. 

4 Number of shoots per crown. Average five. 

5 Diameter of tap root at crown base. Average five. 

6 General appearance of field as to thrift and color. 

7 General description of leafy portion. 

8 Note the strong tap root with branches. 

9 Note the number and position of lateral stem buds. Sketch. 

Give function of these buds with practical precaution. 

10 Select a large plant at a suitable place where its removal will 

not damage the field, and carefully dig away the soil until 
the end of the tap root has been reached. Sketch. Measure 
the root. Count the number of main branch roots. 

11 Note the position of the nodules. Sketch. 

12 Carefully remove a few of the nodules and preserve for further 

examination. 

This field exercise will be supplemented with a detailed study of 
the alfalfa plant and seed in the laboratory. 



A homemade multicopying device for preparing laboratory outlines 
may be made as follows: 
Materials needed: 

I pan 10 by 12 inches, one inch in depth 

I bottle prepared stylographic ink 

94 parts (by weight) pulverized white clay 

I part (by weight) lime carbonate (finely ground) 

5 parts (by weight) glycerin 

Mix with water to the consistency of putty. This putty is then 
molded into the tray and smoothed flush with the top. The desired 
copy is then written on a sheet of heavy paper and before the ink is 
dry the sheet is inverted upon the surface of the putty. By means of a 
roller or cylindrical rod, see that every part of the paper is in contact 
with the putty. After leaving four minutes, carefully remiove. Place a 
clean sheet upon the pad and smooth with the roller or rod and quickly 
remove. From thirty to forty copies may be taken in this way if the 
pad is of the proper consistency. 



AGRICULTURE IN THE HIGH SCHOOL 



39 



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-vrxp /Jj?0<->-^ <5cW»_y /J-t/TA^J^ 



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Figure 8. Leaf from a pupil's notebook showing method of recording results 
and reporting the field trip outlined on the opposite page 



40 THE UNIVERSITY OF THE STATE OF NEW YORK 

THE RECITATION 

The aim of a recitation may be (a) drilling, (b) testing, 
(c) teaching, or (d) a combination of any two or all three of the 
preceding. The laboratory and the field trip are chiefly concerned 
with (c), but the recitation proper rests chiefly on (&) and (c). 
No matter how carefully a lesson has been assigned or an exercise 
prepared, and even though a pupil be ever so faithful in his prepara- 
tion, it is seldom safe to take the pupil's judgment as to his com- 
plete understanding and mastery of a point. One purpose of the 
recitation is to reveal both to the teacher and to the pupil what the 
pupil knows or does not know about the subject under consideration. 
This is necessary not alone that the teacher may know how much to 
mark the pupil but that he may have some basis for judging how 
and what next to consider. The test should also reveal how the 
pupil knows what he knows, that is, whether he is depending upon 
memory or understanding. If the pupil fails, the teacher should 
ascertain the cause of failure. A teacher should not be satisfied 
until each pupil knows, and knows that he knows. 

Before assigning a lesson, the teacher should have in mind the 
general topic about which the recitation is to center and rather than 
assign so many pages in the text, indicate the points to be discussed 
at the next meeting of the class and the sources of information in 
the regular text and elsewhere (see outline of teacher's plans, 
page 22). In this connection it is to le noted that all laboratory 
exercises, both indoor and outdoor, should be a fundamental basis 
of recitation. In conducting the recitation many teachers go either 
to the extreme of giving formal lectures, asking the pupils to take 
copious notes, sometimes even asking them to copy verbatim, or to 
the other extreme of carrying on a series of cross-questioning exer- 
cises. The objections to either of these as usual forms of recitation 
are obvious. In the first case, the pupil has little if any opportunity 
to grow through individual effort, no opportunity for self-expres- 
sion, wastes much valuable time and does not have an opportunity 
to assimilate the material presented to him. In the second case, the 
pupil is in danger of coming to depend upon the questions as a 
crutch ; he does not see the detail in relation to the whole topic nor 
does he have opportunity for training in self-expression, as the 
teacher occupies too much time with the questions. 

It is true that the teacher should volunteer information and 
should ask questions, but the aim of the work is to give the indi- 
vidual pupil an opportunity to develop himself. The happy mean 



AGRICULTURE IN THE HIGH SCHOOL 4I 

between these two extremes is the topical method. This method is 
in reality not sharply differentiated from the question and answer 
method except in the degree to which the pupil is required to decide 
upon what facts are needed in the discussion. To illustrate: sup- 
pose the assignment to be thTt described on page 23. Using the 
topical method, the first question of the recitation might be, " Is this 
a good ear of corn ? Why ? " To give a correct answer the pupil 
must have in mind the general points of a good ear, namely, 

A Type characteristics 

1 Shape of ear ■> 

a Proportion of length to circumference 
b Lines of the ear 
c Uniformity 

2 Size of the ear 

a Length 

h Circumference 

B Amount of grain and proportion of grain to cob 

1 Weight of ear 

2 Depth of kernels in proportion to size of ear 

3 Space between grains 

4 Filling out of butts and tips of ears 

C Maturity and seed conditions 

1 Hardness and solidness of grain and cob 

2 Dryness of grain and cob 

3 Weight of ear in proportion to size 

4 Color of ear and grains 

5 Color of germs 

6 Blisters or cracks on grains 

7 Shape of grains at tip 

8 Size of grains 

9 Size of germs 
10 Signs of disease 

D Uniformity of grains 
E The shank 
I Size 

Using the question and answer method, the teacher would ask 
questions something as follows : 

1 In a good ear of corn, what should be the relation between the 
length and circumference of the ear? 

2 What should be the general outline of the ear, especially at 
the butt and tip? 

3 What should be the length of a good ear of flint corn in this 
region? The circumference? 

4 What should be the proportion of grain to the cob? 

5 Wliat should be the relation of the grains as regards space 
between them? 



42 THE UNIVERSITY OF THE STATE OF NEW YORK 

In using the topical method, the assignments should be made with 
this fact in mind. Pupils may not respond very well at first but if 
the teacher's standards of thoroughness are right and his plans care- 
fully made and his directions clearly given the proper response is 
sure to come. The pupil should not be discouraged, but an incom- 
plete recitation should not be allowed to pass as a complete one. 
This is an excellent means of teaching pupils to think. 

Written recitations have the advantage of giving each pupil an 
opportunity to recite upon the same topic. It is possible frequently 
to allow ten minutes for the written discussion of a single topic. 
All written work should be carefully looked over by the teacher, 
all mistakes indicated and correction insisted upon. The teacher of 
agriculture should insist upon correct spelling, good English and 
legible writing. 

THE SHOP 

On pages 45-47 is given a list of the tools and other equipment 
considered necessary for an average class of ten pupils. The tools 
selected should be first-class in every respect. It does not pay the 
school or individuals to buy tools of an inferior grade. Better 
grades are always cheaper in the end, and what is still more import- 
ant, they do not easily get out of order and thus hinder the pupil 
in his work. It is important that they should be tools of men's 
size, suitable for use on any first-class farm. The use of smaller 
tools would easily bring the whole course into disrepute among prac- 
tical school patrons ; but this should not in any way discourage the 
purchase of small sets of standard tools by individual pupils. The 
individual chests for keeping such tools can well be made, from 
careful working drawings, by the pupils themselves. 

As in the case of all other vocational equipment. The University 
of the State of New York duplicates the cost of standard tools pur- 
chased by the school, and also the cost of books selected for the 
school library in farm mechanics and drawing, as well as in general 
agriculture. 

The shop room. Under average conditions the room for shop- 
work can be found. It should be at least 16 by 24 feet in area, well 
lighted, and preferably with a south exposure. Rooms not already 
suitable for the purpose may often be made so at small expense. If 
absolutely necessary, a basement room may be fitted up. In this 
case additional windows will frequently be needed. 

Under the row of windows there should be a continuous bench, 



AGRICULTURE IN THE HIGH SCHOOL 



43 




44 THE UNIVERSITY OF THE STATE OF NEW YORK 

preferably built of two-inch planks. This bench ought to be 24 or 
30 inches wide. It should be provided with wood vises, at intervals 
of 5 feet. (See plan, figure 7, page 43.) 

At the end of the bench nearest the forge and anvil there should 
be one blacksmith's iron vise, and nearby a blacksmith's drill press, 
A good grindstone, mounted by the pupils, can be placed con- 
veniently, and vertical cabinets for the tools belonging to the school 
can be built by the first class from their own designs. Some open 
space should be reserved in the middle of the room for the use of 
sawhorses, for setting up work in course of construction, and for 
testing the operation of machines. The forge should be so placed 
as to exhaust the smoke and gases into the regular furnace stack 
when possible. 

The ceiling of the room should be properly prepared to deaden the 
sound of work being done in the shop. The unde^" side of the floor 
joists overhead should be sheathed with " deadening felt," and this 
covered by a tight wooden ceiling or by lathing and plastering. 
Metallic ceiling should not be used because of its sound-conducting 
properties. 

The floor should be of wood except around the forge and anvil. 
Cement floors are cold and hard on the pupils' feet. An edged tool 
may be spoiled by dropping on a cement floor. If cement founda- 
tion is used, the corner designed for the forge may be left uncovered 
when the wood floor is laid. If the room to be used as a shop 
already has a wood floor, a covering of zinc, tin or galvanized iron 
should be placed in the corner where the forge and anvil are to 
stand (see figure 9, page 43). The shop room should contain a 
blackboard arranged for the use of a T square as described on 
psgr^ 33- The outside of the doors of the wall tool cabinet or case 
should be of soft pine and smooth enough to be used as a bulletin 
board for blue prints, drawings etc. If the side walls are of brick, 
stone or metal, it is well to have a wooden back run up 16 or 18 
inches from the benches. On this back may be placed temporary 
racks for tools (see plate 4). 

In some cases it has been advisable to have the shop detached 
from the school building (see plate 5). In such a shop the gan- 
eral plans mentioned above are entirely feasibl'^. 

Some schools have built a separate building to accommodate the 
agriculture and homemaking work (see plate 3). These buildings 
should conform in general to the plans outlined for laboratory and 
shop. 




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AGRICULTURE IN THE HIGH SCHOOL 45 

PURPOSE OF THE FARM MECHANICS WORK 

The purpose of the year's course is to give pupils in agriculture 
the ability to design and draw and then construct much of the wood- 
work, and simple blacksmith ing, often needed about the farm and 
its buildings. Accurate workmanship should be insisted upon and 
the teacher should refuse to accept as satisfactory any poorly con- 
structed piece. All repairs should be made with care and no job 
undertaken unless the teacher is assured that the pupil is fully 
competent to carry it through to satisfactory completion. Time 
should not be spent in copying plates. 

Some good shop maxims : 

1 Each tool should have a place and be there when not in use. 

2 Edged tools should be kept sharp. Dull tools insure poor 
work. 

3 All tools should be well cared for at all times. 

EQUIPMENT FOR DRAWING AND SHOPWORK 

Individuul instruments and tools 

10 sets drawing instruments, including ruling pen, 
dividers and compass, with pencil and pen points, 

each $1-25 

lo bread boards (for drawing), i6" x 20", each 30-. 60 

10 rulers, each .10 

10 T squares, each -35 

20 triangles, each .20 

10 bench hooks, to be made by pupils 

10 scratch awls, i^" handled, each .05 

10 bevels, sliding T 6", each .25 



Total, for each pupil ■. . $2 . 80 

General tools for shop 

6 rapid acting vises $27 

2 rapid acting tail vises 4 

10 bench stops 3 

2 bit sets, dowel, 3/16" to 15/32" 5 

I expansion bit i . 50 

1 belt punch .50 

2 bit braces, 8" sweep i . 85 

I calipers, 10" .50 



46 THE UNIVERSITY OF THE STATE OF NEW YORK 

5 chisels, socket firmer, one each yi", }i", ^", ^", 

and i^." $1.80 

4 clamps, steel bar, to open 24" i .90 

I adjustable bit gauge .50 

4 bit sets, ^", ^" and >4" 3-56 

I all steel miter box 9 • SO 

1 countersink, rose, ^" .30 

4 dividers, wing 6" .67 

2 drawing knives 2 . . , 

I file, coarse mill, one round edge, 16" i .25 

I drill press 8 . . . 

I file brush .25 

3 gauges, marking .25 

4 gouges, tang outside firmer, one each %", }i", ^", 

^" I-30 

I hack saw, 16" .65 

I hammer, riveting, 7 oz .55 

I hammer, machinist's, ball peen, 16 oz i . . . 

10 hammers, bell faced, 13 oz 5 • 50 

1 hand drill, with frame for bench use 2 . 75 

5 hand screws, 9^" 2.45 

5 levels, pocket, for use with square i . . . 

2 oilers, copper, 3^ pt .28 

2 oilstones, coarse and medium .85 

4 planes, smoothing, i^" cutter 4. . . 

4 planes, double jack, 16" 6. . . 

1 plane, jointer, 24" 3 • 40 

3 pliers, flat nose, 8" 3 . 75 

2 rasps, wood, 10", one round side .76 

5 saws, cross-cut, 26", 7 pts 6.75 

2 saws, rip, 26", 7 pts 2 . 70 

I saw, compass, 16" .33 

I saw, keyhole .18 

I saw set .75 

4 screwdrivers, 7" i . 26 

I shears, tinner's, 33^" cut 2. . . 

1 soldering set, iron, torch, resin, bar solder 5. . . 

2 steel squares, 18" x 24", graduated to 1/16" 5. . . 

I vise, saw-filing .75 

I vise, blacksmith's 5 ■ 50 

I wrench, monkey, steel bar, 12" i . . . 



Plate 5 




Separate building for shopwork on school grounds at Stamford. 
The attic is used as a storeroom 




Interior of shop at Stamford 



AGRICULTURE IN THE HIGH SCHOOL 



47 



I wrench, Stillson, lo" $ .70 

I 100 pound anvil 7 • 50 

I forge 30. . . 

I pair straight lip tongs .30 

I pair gad tongs .50 

I pair pick-up tongs .60 

hardies, cold cutters, etc 2 . . . 

Total, subject to discount $180.39 



CLASSIFIED LIST OF AGRICULTURAL BOOKS 



Farm mechanics 



101 Agricultural Engineering. 

102 Barn Plans and Outbuildings. 

103 Bench Work in Wood. 

104 Elementary Woodworking. 

105 Elements of Mechanical Draw- 

ing. 

106 Elements of Woodwork. 

107 Essentials of Woodworking. 

108 Farm Appliances. 

109 Farm Blacksmithing. 
no Farm Conveniences. 

111 Farm Machinery and Farm 

Motors. 

112 Farm Mechanic, The. 

113 Farmer's Tanning Guide, The. 

114 Fences, Gates and Bridges. 

115 Gas Engine Handbook. 

116 Gasoline Engine on the Farm, 

The. 

117 Greenhouse Construction. 

118 Handy Farm Devices and How 

to Make Them. 

119 Handwork in Wood. 

120 Home Water Works. 

121 Letters and Letter Construc- 

tion. 

122 Modern Blacksmithing. 

123 Modern Carpentry. 



Davidson. 

Halsted & Powell. 

Goss. 

Foster. 

Anthony. 

King. 
Griffeth. 
Martin. 
Drew. 

Davidson & Chase. 

Chase. 

Stevens. 

Martin. 

Roberts. 

Putnam. 

Taft. 
Cobleigh. 

Noyes. 
Lynde. 
Trezise. 

Holmstrom. 
Hodgson. 



124 Modern House Plans for Reed. 

Everybody. 

125 Practical Farm Drainage. Elliott. 

126 Problems in Mechanical Draw- Bennett. 



mg. 
127 Steel Square, The, Part i. 



Hodgson. 



Webb 

Orange Judd 
Ginn 
Ginn 
Heath 

Amer. Bk. Co. 
Manual Arts Press 
Orange Judd 
Webb 

Orange Judd 
Orange Judd 

Sturgis & Walton 

Webb 

Orange Judd 

Gas Engine Pub. Co, 

Henlqy 

Orange Judd 
Orange Judd 

Manual Arts Press 
Sturgis & Walton 
Inland Printer 

Drake 

Radford Architectural 

Co. 
Orange Judd 

Wiley 

Manual Arts Press 

Industrial Book Co. 



48 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Poultry husbandry 



201 American Standard of Perfec- 

tion. 

202 Beginner in Poultry, The. 

203 Diseases of Poultry. 

204 Farm Poultry. 

205 How to Raise Chicks. 

206 Making Poultry Pay. 

207 Open Air Poultry Houses. 

208 Our Domesticated Birds. 

209 Poultry Appliances and Handi- 

craft. 

210 Poultry Architecture. 

211 Poultry Craft. 

212 Poultry. Laboratory Guide. 

213 Principles and Practice of 

Poultry Culture. 

214 Profitable Poultry Production. 

215 Progressive Poultry Culture. 



Amer. Poultry Assn. 



Valentine. 


Macmillan 


Salmon. 


Howard 


Watson. 


Macmillan 


Woods. 
Powell. 
Woods. 
Robinson. 


Amer. Poultry Jour. 
Orange Judd 
Amer. Poultry Jour. 
Ginn 


Fiske. 


Orange Judd 


Fiske. 

Robinson. 

Lewis. 


Orange Judd 

Farm Poultry Pub. Co. 

Macmillan 


Robinson. 


Ginn 


Kains. 
Brigham. 


Orange Judd 
Torch Press 



301 Crops and Methods for 

Improvement. 

302 Fertilizers and Crops. 

303 Fertilizers. 

304 First Principles of Soil Fertil- 

ity. 

305 Farm Drainage. 

306 Farm Manures. 

307 Physics of Agriculture. 

308 Soiling Crops and the Silo. 

309 Soil Fertility and Permanent 

Agriculture. 

310 Soil Fertility 'and Fertilizers. 

311 Soils. 

312 Soils. 

313 Soils. 

314 Soils and Fertilizers. 

315 Soils and Soil Fertility. 

316 Soil Physics Laboratory Guide. 

317 Soil Physics Laboratory Man- 

ual. 

318 Soils and Crops. 



Soils and fertilizers 

Soil 



Agee. 


Macmillan 


Van Slyke. 


Orange Judd 


Vorhees. 


Macmillan 


Vivian. 


Orange Judd 


French. 


Orange Judd 


Thome. 


Orange Judd 


King. 


Macmillan 


Shaw. 


Orange Judd 


Hopkins. 


Ginn 


Halligan. 


Chemical Pub. Co. 


Lyon & Fippin. 


Macmillan 


Burkett. 


Orange Judd 


King. 


Macmillan 


Snyder. 


Macmillan 


Whitson & Walster 


. Webb. 


Stevenson & 


Orange Judd 


Schaub. 




Mosier & Gustaf- 


Ginn 



son. 
Hunt & Burkett. 



Orange Judd 



AGRICULTURE IN THE HIGH SCHOOL 



49 



401 Agronomy. 

402 Bean Culture. 

403 Cereals in America. 

404 Corn. 

405 Corn Crops. 

406 Corn, Study of. 

407 Corn Plants. 

408 Field Crops. 

409 Forage and Fiber Crops in 

America. 

410 Garden Farming. 

411 Potato, The. 

412 Potato, The. 

413 Vegetable Gardening. 

414 Vegetable Gardening. 



irm crops 




Clute. 


Ginn 


Sevey. 
Hunt. 

Bowman & Cross- 
ley. 
Montgomery. 
Shoesmith. 
Sargent. 
Wilson & Warbur- 


Orange Judd 
Orange Judd 
Bowman & Crossley 


Macmillan 
Orange Judd 
Houghton 
Webb 


ton. 




Hunt. 


Orange Judd 


Corbett. 


Ginn 


Fraser. 
Grubb. 

Watts. 
Bailey. 


Orange Judd 
Doubleday 
Orange Judd 
Macmillan 



Animal husbandry 



(Including dairy) 



501 Animal Husbandry for Schools. 

502 Animal Breeding. 

503 Beginnings in Animal Hus- 

bandry. 

504 Clean Milk. 

505 Dairy Technology. 

506 Diseases of Farm Animals. 

507 Domesticated Animals and 

Plants. 

508 Feeds and Feeding. 

509 Feeds and Feeding. 

510 Horse and Its Relatives, The. 

511 Horse, The. 

512 Manual of Farm Animals. 

513 Milk and Its Products. 

514 Modern Methods of Testing 

Milk. 

515 Physics of Agriculture. 

516 Principles of Breeding. 

517 Principles and Practice of 

Butter Making. 

518 Practical Dairy Bacteriology. 

519 Types and Breeds of Farm 

Animals. 

520 Van Pelt's Cow Demonstration. 

521 Veterinary Studies for Agri- 

cultural Students. 



Harper. 

Shaw. 

Plumb. 

Belcher. 

Larsen & White. 
Mayo. 
Davenport. 

Henry. 

Jordan. 

Lydekker. 

Roberts. 

Harper. 

Wing. 

Van Slyke. 

King. 

Davenport. 
McKay & Larsen. 

Conn. 
Plumb. 



Reynolds. 



Macmillan 
Orange Judd 
Webb 

Orange Judd 
Wiley 
Macmillan 
Ginn 

Henry 

Macmillan 

Macmillan 

Macmillan 

Macmillan 

Macmillan 

Orange Judd 

Macmillan 

Ginn 

Wiley 

Orange Judd 
Ginn 

Kimball's Dairy Far- 
mer 
Macmillan 



50 



THE UNIVERSITY OF THE STATE OF NEW YORK 



Fruit growing 



60 1 American Apple Orchard. 

602 American Horticultural Man- 

ual. 

603 Apple Growing. 

604 Beginners Guide to Fruit 

Growing. 

605 Bush Fruits. 

606 Evolution of Our Native 

Fruits. 

607 Fruit Harvesting, Storing and 

Marketing. 

608 Grape Culturist. 

609 Nursery Book, The. 

610 Principles of Fruit Growing. 

61 1 Popular Fruit Growing. 

612 Pruning Book, The. 

613 Successful Fruit Culture. 

614 S}'stematic Pomology. 



Waugh. 

Budd & Hansen. 

Burritt. 
Waugh. 

Card. 
Bailey. 

Waugh. 

Fuller. 

Bailey. 

Bailey. 

Green. 

Bailey. 

Maynard. 

Waugh. 



Orange Judd 

Wiley 

Outing Pub. Co. 
Orange Judd 

Macmillan 
Macmillan 

Orange Judd 

Orange Judd 

Macmillan 

Macmillan 

Webb 

Macmillan 

Orange Judd 

Orange Judd 



Farm 

701 Agricultural Economics. 

702 Farm Management. 

703 Farm Management. 

704 Farmstead, The. 

705 Farmer's Business Handbook. 

706 Farmer's Rule Book. 

707 How to Choose a Farm. 

708 Handbook for Farmers and 

Dairymen. 

709 Laboratory Exercises in Farm 

Management. 

710 Law for the American Farmer. 

7 1 1 Manual of Practical Farming. 

712 Principles of Rural Economics. 



management 




Taylor. 


Macmillan 


Warren. 


Macmillan 


Card. 


Doubleday 


Roberts. 


MacmiUan 


Roberts. 


Macmillan 


Bailey. 


Macmillan 


Hunt. 


Macmillan 


WoU. 


Wiley 


Warren. 


Macmillan 


Green. 


Macmillan 


McLennan. 


Macmillan 


Carver. 


Ginn 



AGRICULTURE IN THE HIGH SCHOOL 



51 



General agricultural textbooks 

801 Agriculture for Beginners. Burkett, Stevens Ginn 



802 Agriculture for Common 

Schools. 

803 Beginnings in Agriculture. 

804 Elements of Agriculture. 

805 First Principles of Agricul- 

ture. 

806 Fundamentals of Agriculture. 

807 High School Agriculture. 

808 Laboratory Manual of Agri- 

culture. 

809 Principles of Agriculture. 

810 School Agriculture 



& Hill. 
Fisher & Cotton. 

Mann. 

Warren. 

Goff & Mayne. 

Halligan. 
Mayne & Hatch. 
Call & Schafer. 



Scribner 

Macmillan 
Macmillan 
Amer. Bk. Co. 

Heath 

Amer. Bk. Co. 

Macmillan 



Bailey. Macmillan 

Wood. Orange Judd 

811 Bibliography of Education in Agriculture and Home Economics. United 
States Bureau of Education, Washington, D. C, 191 2. Bulletin 10, 
whole number 481. 



Miscellaneous 



901 Bacteria in Relation to Coun- 

try Life. 

902 Cyclopedia of American Agri- 

culture. 

903 Elementary Entomology. 

904 Farm Friends and Farm Foes. 

905 Fungous Diseases of Plants. 

906 Farm Arithmetic. 

907 Farm Arithmetic. 

908 Farm Development. 

909 Insects Injurious to Fruits. 

910 Insects Injurious to Vege- 

tables. 

911 Plant Physiology. 

912 Practical Arithmetic. 

913 Practical Arithmetic. 

914 Rural Hygiene. 

915 Spraying of Plants. 

916 Weeds of Farm and Garden. 



Lipman. 
Bailey. 

Sanderson & Jack- 
son. 

Weed. 

Duggar. 

Field. 

Burkett & Swart- 
zel. 

Hays. 

Saunders. 

Chittenden. 

Duggar. 

Hall. 

Stevens & Butler. 

Ogden. 

Lodeman. 

Pammel. 



Macmillan 

Macmillan 

Ginn 

Heath 

Ginn 

Field Seed Co. 

Orange Judd 

Orange Judd 
Lippincott 
Orange Judd 

Macmillan 
Amer. Bk. Co. 
Scribner 
Macmillan 
Macmillan 
Orange Judd 



52 THE UNIVERSITY OF THE STATE OF NEW YORK 



PUBLISHING HOUSES 

The following publishers are referred to in an abbreviated form in the fore- 
going book lists: 

American Book Company, lOO Washington sq., New York City- 
American Poultry Association, Morgan Park, 111. 
American Poultry Journal, 542 S. Dearborn st., Chicago, 111. 
Bowman & Crosby, Ames, Iowa 
Chemical Publishing Company, Easton, Pa. 
Doubleday, Page & Company, Garden City, N. Y. 
F. J. Drake & Company, 1323-25 S. Michigan blvd., Chicago, 111. 
Farm Poultry Publishing Company, Boston, Mass. 
Henry Field Seed Company, Shenandoah, Iowa 
Gas Engine Publishing Co., 229 E. Seventh st., Cincinnati, Ohio 
Ginn & Company, 29 Beacon st., Boston, Mass. 

D. C. Heath & Company. 231 W. Thirty-ninth st.. New York City 
N. W. Henley Publishing Company, 132 Nassau and 15 Beekman st., New 
York City 

W. A. Henry, 429 Sterling st., Madison, Wis. 

Houghton, Mifflin Company, 16 E. Fortieth st.. New York City 

George E. Howard, 714 Twelfth st., N. W., Washington. D. C. 

Industrial Book Company, 178 Fulton st.. New York City 

Inland Printer, 632 Sherman st., Chicago, 111. 

Kimball's Dairy Farmer, Waterloo, Iowa 

J. B. Lippincott & Co., East Washington sq.. Philadelphia, Pa. 

Macmillan Company, 66 Fifth av., New York City 

Manual Arts Press, Peoria, 111. 

Orange Judd Company, 315 Fourth av.. New York City 

Outing Publishing Company, 141 W. Thirty-sixth st., New York City 

Radford Architectural Co., 178 Fulton st., New York City 

Sturgis & Walton, 31-33 E. Twenty-seventh st., New York City 

Charles Scribner's Sons, 597 Fifth av., New York City 

The Torch Press, Cedar Rapids, Iowa, or 320 Fifth av., New York City 

Webb Pubhshing Company, 55-67 E. Tenth st., St Paul, Minn. 

Wiley & Sons, 432 Fourth av.. New York City 



